PBIS

UW Lab School

Positive Behavior

Interventions & Support

(PBIS)

UW Lab School

Positive Behavior Interventions & Support

(PBIS)

Mission:

Our mission at the UW Lab School is to create a positive learning community that will recognize, foster, and assess continuous improvement toward high levels of academic and social achievement for ALL students, pre-service teachers, faculty and staff.

The UW Lab School recognizes that problem behavior in schools is both a

significant social challenge and a barrier to effective learning. The school acknowledges the interdependent relationship between academic achievement and behavioral competence. We are dedicated to promoting an environment that optimizes opportunities for teaching and learning. In order to achieve our mission of creating a positive learning community that supports high levels of academic and social achievement, a Positive Behavior Support System for classroom and school-wide behavior management was adopted. A continuum of academic and behavioral supports exists to assist students and teachers in developing positive learning skills and environments.

UW Lab School Rules and Behavior Expectations:

The UW Lab School Rules are:

Be Responsible

Be Safe

Show Kindness and Respect

Each student has the right to learn and each teacher has the right to teach. A respectful environment is everyone’s right and responsibility. Students attending the UW Lab School are expected to:

demonstrate safety, responsibility, kindness and respect through actions and language

show respect for school property and the property of others

recognize individual responsibilities and obligations

Following is the UW Lab School Rules and Behavioral Expectations Matrix. This matrix shows the school rules and outlines behavior expectations for specific settings and situations within the school.

To maintain consistency throughout the school, it is important that the expectations are taught to all students. However, teachers may allow students to generate the expectations and/or use “student generated” or “student friendly” language for the expectations, as long as they are guided to include similar minimum expectations as are provided in the matrix.

Dealing with Problem Behaviors within a PBIS System:

At the UW Lab School, problem behaviors have been divided into Major and Minor offenses.

For Minor behavior infractions, the initial responsibility is on the classroom teacher. Teachers use their classroom-level management systems to support students in following classroom and school expectations (See Levels of Support/Level One). Teachers are expected to utilize additional “interventions” or instructional strategies to help support students who are consistently not following expectations. Teachers should also reflect on how they are reinforcing both positive and problem behavior (ratio of four positive acknowledgements to one negative one). If after implementing additional “interventions” or instructional strategies to re-teach the expected behavior and support positive behavior, the student continues to disrupt the instructional environment, parent notification/involvement should take place (See Levels of Support/Level Two). If problem behavior does not change after Level One and Level Two supports have been utilized, the student can be referred to the conference room (See Levels of Support/level Three). Referral to the conference room at this point is justified and appropriate in order to maintain effective classroom learning and provide a higher level of support to the student demonstrating problem behavior.

For Major behavior infractions, the student can be sent directly to the office for intervention and supports. The behavior infraction will also result in disciplinary action at the discretion of the principal.

The goal of the office referral process is to provide an additional level of intervention support to teachers and students. This support extends the school’s ability to address major behavior infractions and minor repeated behaviors before they develop into more sustained behavioral difficulties. The support is designed to compliment what teachers are doing in the classroom by providing additional instruction about classroom and school-wide expectations. Additional intervention and teaching is provided using examples and non-examples, role plays, and topic-focused instruction, as well as implementing additional interventions that support student skills in consistently following classroom and school expectations. When students are sent to the office, parents will be notified and there may be disciplinary action from the principal (See Range of Disciplinary Action).

Definition of Types of Behavior

Minor Behavior Infractions

Minor behavior infractions are those actions that distract or disrupt the class and/or the teacher to impact the learning environment and instructional time. Minor behavior infractions include:

Minor repeated behaviors and major behavior infractions significantly impact the learning environment. Behaviors that are not consistent with school or classroom rules and expectations should not be tolerated. Many behaviors do not go away if they are ignored. They require specific and directed interventions.

Role of the Office Referral in the PBIS System:

A referral to the office should be considered a Level Three Intervention. The teacher will complete the PBIS Office Referral Form and send it with the student. Students should be sent to the office for typical Major Behaviors as well as the types of Repeated Minor Behaviors on the referral form. *It is important to note that the Minor Behaviors need to be repeat behaviors that have not changed even though classroom interventions have been implemented and parents have been contacted and involved.

Often the most appropriate approach for an intervention addressing a repeated Minor Behavior is to set up an appointment for a student reflection and re-teaching session with their advisor, parent, or principal.

Upon referral to the office, each student’s problem behavior will be considered along with their behavioral history to determine any additional supports that will be provided to both the teacher and the student. Additional parent contact and disciplinary action from the principal will take place as appropriate.

Sequence of Events and Flowchart for Problem Behavior

Level One

Student’s repeated problem behavior is identified

Teachers ensure that rules and expectations are clearly stated and use whole-class re-teaching to change student behavior

Strategies are broad and promote all students in demonstrating appropriate behavior

Level Two

Student’s repeated problem behavior is documented and individual review of the expectations takes place with the student

Additional whole-class instruction occurs around the targeted school rule: Responsibility, Safety, or Kindness and Respect.

Alternative behaviors that would get the student the same result are identified and encouraged

Goal setting may occur

The parent is phoned in order to gather information and collaborate on additional classroom focused strategies that may improve the student’s ability to consistently follow expectations. Parents are notified that if there is little or no improvement, the next step will be referral to the office for additional support as well as disciplinary consequences.

Level Three

The PBIS office referral is utilized for additional re-teaching of school or classroom expectations